Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
School Psychology International
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Beran, T. N.
Right arrow Articles by Lupart, J.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

The Relationship Between School Achievement and Peer Harassment in Canadian Adolescents

The Importance of Mediating Factors

Tanya N. Beran

Division of Applied Psychology, Faculty of Education, University of Calgary, Calgary, Canada, tnaberan{at}ucalgary.ca

Judy Lupart

Faculty of Education, University of Alberta, Edmonton, Alberta, Canada, judy.lupart{at}ualberta.ca

The relationship between school achievement and peer harassment was examined using individual and peer characteristics as mediating factors. The sample consisted of adolescents age 12—15 years (n = 4,111) drawn from the Canadian National Longitudinal Survey of Children and Youth, which is a stratified random sample of 22,831 households in Canada. When factors related to achievement and harassment were considered simultaneously, disruptive behaviour problems and peer interactions were found to mediate the link between achievement and harassment, {chi}2(32) = 300.00, p < 0.001. These results suggest that adolescents who are harassed by their peers are at risk of experiencing poor school achievement if they exhibit disruptive behaviour problems and poor peer interactions. Implications for school psychologists are presented.

Key Words: achievement • bullying • National Longitudinal Survey of Children and Youth • peer harassment

School Psychology International, Vol. 30, No. 1, 75-91 (2009)
DOI: 10.1177/0143034308101851
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?